Teacher support, instructional practices, student motivation, and mathematics achievement in high school

References

• Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36, 369–387.
   Google Scholar
• Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104, 241–252.
   Web of Science ®Google Scholar
• Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
   Google Scholar
• Bowlby, J. (2005). A secure base: Clinical applications of attachment theory. New York, NY: Routledge.
   Google Scholar
• Common Core State Standards Initiative. (2010). Common Core state standards for mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.
   Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113–143.
   Web of Science ®Google Scholar
• Curby, T. W., Downer, J. T., & Booren, L. M. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations. Early Childhood Research Quarterly, 29, 193–204.
   PubMed Web of Science ®Google Scholar
• Dan, Y., & Todd, R. (2014). Examining the mediating effect of learning strategies on the relationship between students' history interest and achievement. Educational Psychology, 34, 799–817.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35, 13–24.
   Google Scholar
• Desimone, L. M., & Long, D. (2010). Teacher effects and the achievement gap: Do teacher and teaching quality influence the achievement gap between Black and White and high—and low-SES students in the early grades? Teachers College Record, 112, 3024–3073.
   Web of Science ®Google Scholar
• Desimone, L. M., Smith, T., Baker, D., & Ueno, K. (2005). Assessing barriers to the reform of US mathematics instruction from an international perspective. American Educational Research Journal, 42, 501–535.
   Web of Science ®Google Scholar
• Diamond, J. B. (2007). Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction. Sociology of Education, 80, 285–313.
   Web of Science ®Google Scholar
• Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102, 729–740.
   Web of Science ®Google Scholar
• Faulkner, V. N. (2013). Why the common core changes math instruction. Phi Delta Kappan, 95, 59–63.
   Web of Science ®Google Scholar
• Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104, 673–681.
   Web of Science ®Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
   Web of Science ®Google Scholar
• Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: High-school record vs. standardized tests as indicators of four-year college outcomes. Retrieved from http://files.eric.ed.gov/fulltext/ED502858.pdf
   Google Scholar
• Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482.
   Web of Science ®Google Scholar
• Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405–427.
   Web of Science ®Google Scholar
• Hamilton, L. S., McCaffrey, D. F., Stecher, B. M., Klein, S. P., Robyn, A., & Bugliari, D. (2003). Studying large-scale reforms of instructional practice: An example from mathematics and science. Educational Evaluation and Policy Analysis, 25, 1–29.
   Web of Science ®Google Scholar
• Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101–112.
   Web of Science ®Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
   Google Scholar
• Helle, L., Laakkonen, E., Tuijula, T., & Vermunt, J. D. (2013). The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study. British Journal of Educational Psychology, 83, 252–266.
   PubMed Web of Science ®Google Scholar
• Hemphill, F. C., & Vanneman, A. (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2011–459). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
   Web of Science ®Google Scholar
• Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (vol. 1, pp. 371–404). Charlotte, NC: Information Age.
   Google Scholar
• Hiebert, J., Stigler, J. W., Jacobs, J. K., Givvin, K. B., Garnier, H., Smith, M., & Gallimore, R. (2005). Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 video study. Educational Evaluation and Policy Analysis, 27, 111–132.
   Web of Science ®Google Scholar
• Hoff, D. J. (2003). Large-scale study finds poor math, science instruction. Education Week, 23, 8.
   Google Scholar
• Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875–893.
   Web of Science ®Google Scholar
• Hughes, J. N., Luo, W., Kwok, O.-M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14.
   PubMed Web of Science ®Google Scholar
• Ingels, S. J., Herget, D., Pratt, D. J., Dever, J., Copello, E., & Leinwand, S. (2010). High school longitudinal study of 2009 (HSLS:09) Base-year field test report (NCES 2011–01). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Ingels, S. J., Pratt, D. J., Herget, D. R., Burns, L. J., Dever, J. A., Ottem, R., & Leinwand, S. (2011). High school longitudinal study of 2009 (HSLS:09): Base-year data file documentation (NCES 2011–328). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Jiang, Y., Song, J., Lee, M., & Bong, M. (2014). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology, 34, 92–117.
   Web of Science ®Google Scholar
• Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114, 135–142.
   Web of Science ®Google Scholar
• Jöreskog, K. G., & Sörbom, D. (2006). LISREL (version 8.80) [computer software]. Skokie, IL: Scientific Software International.
   Google Scholar
• Kelly, D., Nord, C. W., Jenkins, F., Chan, J. Y., & Kastberg, D. (2013). Performance of US 15-year-old students in mathematics, science, and reading literacy in an international context. First look at PISA 2012. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22, 310–339.
   Google Scholar
• Klein, D. (2003). A brief history of American K-12 mathematics education in the 20th century. Retrieved from http://www.csun.edu/∼vcmth00m/AHistory.html
   Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.
   PubMed Web of Science ®Google Scholar
• Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32, 448–470.
   Web of Science ®Google Scholar
• Krawec, J., & Montague, M. (2014). The role of teacher training in cognitive strategy instruction to improve math problem solving. Learning Disabilities Research & Practice, 29, 126–134.
   Web of Science ®Google Scholar
• Lent, R. W., Sheu, H., Singley, D., Schmidt, L. C., Schmidt, J. A., & Gloster, C. S. (2008). Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students. Journal of Vocational Behavior, 73, 328–335.
   Web of Science ®Google Scholar
• Levpušček, P. M., & Zupančič, M. (2009). Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math. The Journal of Early Adolescence, 29, 541–570.
   Web of Science ®Google Scholar
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416.
   PubMed Web of Science ®Google Scholar
• Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.
   Web of Science ®Google Scholar
• Matsunaga, M. (2008). Item parceling in structural equation modeling: A primer. Communication Methods and Measures, 2, 260–293.
   Google Scholar
• McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001). Interactions among instructional practices, curriculum, and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32, 493–517.
   Web of Science ®Google Scholar
• Minor, E. C., Desimone, L. M., Spencer, K., & Phillips, K. J. R. (2015). A new look at the opportunity-to-learn gap across race and income. American Journal of Education, 121, 241–269.
   Web of Science ®Google Scholar
• Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
   Web of Science ®Google Scholar
• National Center of Educational Statistics. (2013). The nation's report card. Washington, DC: Institute of Education Sciences, U.S. Department of Education
   Google Scholar
• National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
   Google Scholar
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.
   Web of Science ®Google Scholar
• Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589–603.
   Web of Science ®Google Scholar
• Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights from TIMSS 2011: Mathematics and science achievement of US fourth-and sighth-srade students in an international context (NCES 2013–009). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children's life chances (pp. 91–116). New York, NY: Russell Sage Foundation.
   Google Scholar
• Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175–189.
   Web of Science ®Google Scholar
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher—student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493–529.
   Web of Science ®Google Scholar
• Rose, H., & Betts, J. R. (2004). The effect of high school courses on earnings. Review of Economics and Statistics, 86, 497–513.
   Web of Science ®Google Scholar
• Rottinghaus, P. J., Larson, L. M., & Borgen, F. H. (2003). The relation of self-efficacy and interests: A meta-analysis of 60 samples. Journal of Vocational Behavior, 62, 221–236.
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: The University of Rochester Press.
   Google Scholar
• Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
   Web of Science ®Google Scholar
• Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235–255.
   PubMed Web of Science ®Google Scholar
• Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–212). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18, 253–286.
   Web of Science ®Google Scholar
• Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 16–32). San Diego, CA: Academic Press.
   Google Scholar
• Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278–312.
   Google Scholar
• Silver, E. A., Mesa, V. M., Morris, K. A., Star, J. R., & Benken, B. M. (2009). Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal, 46, 501–531.
   Web of Science ®Google Scholar
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95, 323–332.
   Web of Science ®Google Scholar
• Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
   Web of Science ®Google Scholar
• Stigler, J., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: An overview of the TIMSS video study. Phi Delta Kappan, 79, 14–21.
   Web of Science ®Google Scholar
• Vanneman, A., Hamilton, L., Baldwin Anderson, J., & Rahman, T. (2009). Achievement gaps: How Black and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2009–455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Wang, X. (2013). Why students choose STEM majors motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50, 1081–1121.
   Web of Science ®Google Scholar
• Wenglinsky, H. (2000). How teacher matters: Bring the classroom back into discussions of teacher quality. Educational Testing Service, Princeton, NJ: Policy Information Center.
   Google Scholar
• Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411–419.
   Web of Science ®Google Scholar
• Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35.
   Web of Science ®Google Scholar
• Willingham, D. T. (2009). Is it true that some people just can't do math? American Educator, 33, 14–19.
   Google Scholar
• Wurman, Z., & Wilson, W. S. (2012). The common core math standards: Are they a step forward or backward? Education Next, 12, 44–50.
   Google Scholar